Using Mixed Methods to Research the Professional Development Needs of English Teacher Educators in PCET Using Semistructured Interviews, Online Survey, and Focus Group

2017 ◽  
Author(s):  
Rebecca Eliahoo
Keyword(s):  
Professional Development ◽  
Mixed Methods ◽  
Focus Group ◽  
Online Survey ◽  
Teacher Educators ◽  
English Teacher ◽  
Semistructured Interviews ◽  
Professional Development Needs

scholarly journals Client Analysis in Teacher Education: What Some Canadian and South African Teachers Identify as their Professional Development Needs

2001 ◽  
Vol 18 (2) ◽  
pp. 78 ◽  
Author(s):  
Ruth Epstein
Keyword(s):  
Professional Development ◽  
South Africa ◽  
Teacher Education ◽  
South African ◽  
Teacher Educators ◽  
Language Teachers ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Professional Development Needs ◽  
Teachers Professional Development

The client analysis conducted in this study explores the professional development needs of11 language teachers, five in South Africa and six in Canada. The study employs a questionnaire and interviews to discover how each teacher's background and context affects his or her perceived professional development needs. Interviews show that teacher educators cannot necessarily predict teachers' professional development needs based on their backgrounds and contexts alone. A variety of inputs from recipients over an extended time is desirable and would yield more accurate predictability of an individual's professional development needs. This would result in teacher education programs that more accurately meet a teacher's real needs.

Student Teachers' Perceptions of the Use of LMS for Promoting Critical Thinking in Their Future Teaching Career

2021 ◽  
pp. 613-631
Author(s):  
Alcuin Ivor Mwalongo
Keyword(s):  
Professional Development ◽  
Critical Thinking ◽  
Mixed Methods ◽  
Focus Group ◽  
Student Teachers ◽  
Public Universities ◽  
Group Discussions ◽  
Teaching Career ◽  
Mixed Methods Approach ◽  
Teachers Perceptions

The chapter examined student teachers' perceptions of the use of Moodle for promoting critical thinking in their future teaching career. The study used a mixed methods approach with a sample of 70 student teachers from three public universities in Tanzania. Data were collected through a survey, focus group discussions, and a review of documents. Quantitative and qualitative data were analyzed through SPSS 25 and MaxQDA 18, respectively. The findings indicate the potential of Moodle for promoting critical thinking, collaboration, and professional development. Similarly, there were statistically significant differences between pre-service and in-service teachers in perceptions of satisfaction with Moodle and taking LMS-related jobs in the future. Pedagogical implications of the findings and the area for further research have been discussed.

The professional development needs for the use of educational technology

2019 ◽  
Vol 16 (2) ◽  
pp. 159-171 ◽  
Author(s):  
Kam-Cheong Li ◽  
Billy Tak-Ming Wong
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Educational Technology ◽  
Hong Kong ◽  
Online Survey ◽  
Teaching Experience ◽  
Current Status ◽  
Content Type ◽  
Professional Development Needs ◽  
Hong Kong Higher Education

Purpose This study aimed to identify the professional development needs of academics in Hong Kong higher education for the use of educational technology. Design/methodology/approach An online survey was conducted in 2017, which involved 374 academics from Hong Kong higher education institutions. The survey covered their perception and use of educational technology for professional activities and their relevant professional development needs. Findings The results showed an overall positive perception by the academics of the usefulness of online learning with the aid of technology, which was regarded as an effective complement to face-to-face learning. However, their use of educational technology focused only on general online applications, such as document and video-sharing tools, and e-learning platforms. Among various professional development needs, those related to the use of specific educational software with sharing of practical examples were considered to be most highly desired by the academics. In addition, the academics working in lecturer positions tended to use more online applications and had a higher need for professional development, than those with more teaching experience. Originality/value The findings contribute to identifying the current status of the use of educational technology and the professional development needs among academics in Hong Kong, as well as the differences between academics in different job positions and with different amounts of teaching experience. The results help in designing suitable professional development activities which address the specific needs of academics.

scholarly journals Mixed methods study of clinicians’ perspectives on barriers to implementation of treat to target in psoriatic arthritis

2020 ◽  
Vol 79 (8) ◽  
pp. 1031-1036 ◽  
Author(s):  
Emma Dures ◽  
Julie Taylor ◽  
Sasha Shepperd ◽  
Sandeep Mukherjee ◽  
Joanna Robson ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Psoriatic Arthritis ◽  
Focus Group ◽  
Online Survey ◽  
Service Providers ◽  
Integrated Approach ◽  
Outcome Data ◽  
Treat To Target ◽  
It Systems ◽  
Patient Reported

ObjectivesIn treat to target (T2T), the patient is treated to reach and maintain specified and sequentially measured goals, such as remission or low disease activity. T2T in psoriatic arthritis (PsA) has demonstrated improved clinical and patient-reported outcomes and is recommended in European guidelines. However, most clinicians do not use T2T in PsA. This study examined the barriers and enablers to implementation in practice.MethodsSequential mixed methods comprising a qualitative design (interviews and focus group) to inform a quantitative design (survey). Qualitative data were analysed thematically, and quantitative statistics were analysed descriptively.ResultsNineteen rheumatology clinicians participated in telephone interviews or a face-to-face focus group. An overarching theme ‘Complexity’ (including ‘PsA vs Rheumatoid Arthritis’, ‘Measurement’ and ‘Resources’) and an underpinning theme ‘Changes to current practice’ (including ‘Reluctance due to organisational factors’ and ‘Individual determination to make changes’) were identified. 153 rheumatology clinicians responded to an online survey. Barriers included limited clinical appointment time to collect outcome data (54.5%) and lack of training in assessing skin disease (35%). Enablers included provision of a protocol (86.4%), a local implementation lead (80.9%), support in clinic to measure outcomes (83.3%) and training in T2T (69.8%). The importance of regular audit with feedback, specialist PsA clinics and a web-based electronic database linked to hospital/national information technology (IT) systems were also identified as enablers.ConclusionsImplementation of T2T in PsA requires an integrated approach to address the support, training and resource needs of individual clinicians, rheumatology teams, local IT systems and service providers to maximise success.

scholarly journals Engagement with and delivery of the ‘parkrun practice initiative’ in general practice: a mixed methods study

2020 ◽  
Vol 70 (697) ◽  
pp. e573-e580
Author(s):  
Joanna Fleming ◽  
Carol Bryce ◽  
Joanne Parsons ◽  
Chrissie Wellington ◽  
Jeremy Dale
Keyword(s):  
General Practice ◽  
Mixed Methods ◽  
Focus Group ◽  
Online Survey ◽  
Mixed Methods Study ◽  
Structured Interviews ◽  
Practice Staff ◽  
Health And Wellbeing ◽  
Positive Effects ◽  
Improve Patient

BackgroundThe parkrun practice initiative, a joint collaboration between parkrun and the Royal College of General Practitioners, was launched to encourage general practices to improve the health and wellbeing of patients and staff through participating in local 5 km parkrun events. Why and how practices engage with the initiative is unknown.AimTo investigate engagement with and delivery of the parkrun practice initiative in general practice.Design and settingMixed methods study conducted from April–July 2019 comprising an online survey of all registered parkrun practices, and interviews and a focus group with practice staff in the West Midlands.MethodThe designated contacts at 780 registered parkrun practices were invited to complete an online survey. A purposive sample of parkrun practice staff and non-registered practice staff took part either in semi-structured interviews or a focus group, with transcripts analysed thematically.ResultsOf the total number of parkrun practices, 306 (39.2%) completed the survey. Sixteen practice staff (from nine parkrun practices and four non-registered practices) took part in either semi-structured interviews (n = 12) or a focus group (n = 4). Key motivators for becoming a parkrun practice were: to improve patient and staff health and wellbeing, and to become more engaged with the community and enhance practice image. Practices most commonly encouraged patients, carers, and staff to take part in parkrun and displayed parkrun flyers and posters. Challenges in implementing activities included lack of time (both personal and during consultations) and getting staff involved. Where staff did engage there were positive effects on morale and participation. Non-registered practices were receptive to the initiative, but had apprehensions about the commitment involved.ConclusionPractices were keen to improve patient and staff health. Addressing time constraints and staff support needs to be considered when implementing the initiative.

Case Management Workforce Supporting People With Intellectual and Developmental Disabilities: Indications of a New Frontier of the Workforce Crisis

2019 ◽  
Vol 57 (6) ◽  
pp. 499-511
Author(s):  
Matthew D. Bogenschutz ◽  
Parthenia A. Dinora ◽  
Khalilah R. Johnson
Keyword(s):  
Mixed Methods ◽  
Developmental Disabilities ◽  
Case Management ◽  
Online Survey ◽  
Regulatory Compliance ◽  
Intellectual And Developmental Disabilities ◽  
Mixed Methods Approach ◽  
Optimal Outcomes ◽  
New Frontier ◽  
Semistructured Interviews

Abstract Case management (CM) is one of the most commonly used services by individuals with intellectual and developmental disabilities (IDD), but little is known about the workers who provide CM. This study used a mixed methods approach to gain understanding of the CM workforce in one U.S. state. An online survey was completed by 35 IDD service directors (87.5% of directors in the state); and 113 CMs and CM supervisors participated in semistructured interviews and focus groups. Results indicated an annual crude separation rate of 28.2%, and participants often complained that turnover resulted in caseload sizes that prevented optimal outcomes for people with IDD. A limited applicant pool, duties focused on regulatory compliance, and inadequate wages were cited as major challenges for CMs.

scholarly journals Continuing Professional Development Needs of Community Pharmacists in Qatar: A Mixed-Methods Approach

2020 ◽  
pp. 0272684X2091804
Author(s):  
Fatima Al-Sulaiti ◽  
Hebatala Fares ◽  
Ahmed Awaisu ◽  
Nadir Kheir
Keyword(s):  
Professional Development ◽  
Mixed Methods ◽  
Professional Training ◽  
Pharmacy Practice ◽  
Community Pharmacists ◽  
Continuing Professional Development ◽  
Care Process ◽  
Cross Sectional ◽  
Professional Development Needs ◽  
Core Areas

Objective This study aims to assess the educational needs and professional competencies of community pharmacists in Qatar to inform the development of relevant continuing professional development (CPD) programs. Methods A mixed-methods cross-sectional exploratory study targeting community pharmacists was conducted using a questionnaire and an event diary. Descriptive and inferential analyses were utilized to analyze the data using the Statistical Package for Social Sciences (SPSS®) version 21 software. For the event diary, thematic content analysis was used for data analysis. Results Drug information skills and pharmaceutical care process were the most identified topics for inclusion in CPD programs. None of the pharmacists thought that they were competent in core areas of pharmacy practice. Community pharmacists who filled an event diary highlighted the need for development in areas such as communication skills and medication safety. Conclusion The identified needs shall help in developing a CPD program that addresses what community pharmacists perceive as educational and professional training needs.

Student Teachers' Perceptions of the Use of LMS for Promoting Critical Thinking in Their Future Teaching Career

2019 ◽  
pp. 119-137
Author(s):  
Alcuin Ivor Mwalongo
Keyword(s):  
Professional Development ◽  
Critical Thinking ◽  
Mixed Methods ◽  
Focus Group ◽  
Student Teachers ◽  
Public Universities ◽  
Group Discussions ◽  
Teaching Career ◽  
Mixed Methods Approach ◽  
Teachers Perceptions

The chapter examined student teachers' perceptions of the use of Moodle for promoting critical thinking in their future teaching career. The study used a mixed methods approach with a sample of 70 student teachers from three public universities in Tanzania. Data were collected through a survey, focus group discussions, and a review of documents. Quantitative and qualitative data were analyzed through SPSS 25 and MaxQDA 18, respectively. The findings indicate the potential of Moodle for promoting critical thinking, collaboration, and professional development. Similarly, there were statistically significant differences between pre-service and in-service teachers in perceptions of satisfaction with Moodle and taking LMS-related jobs in the future. Pedagogical implications of the findings and the area for further research have been discussed.

How context influences the Continuing Professional Development of Teacher Educators within the ecological environment of the island territories of the Organisation of Eastern Caribbean States

2021 ◽  
Vol 2 (1) ◽  
Author(s):  
Desirée Dornally Antonio ◽  
◽  
Julie-Anne Regan ◽  
Keyword(s):  
Professional Development ◽  
Online Survey ◽  
Teacher Educators ◽  
Phase 1 ◽  
Continuing Professional Development ◽  
Ecological Environment ◽  
Structured Interviews ◽  
Teaching In Higher Education ◽  
Different Levels ◽  
Made In

The continuing professional development (CPD) of teacher educators has been receiving more attention over the past two decades globally. Reportedly, teacher educators (TEs) have transitioned directly to teaching in higher education (HE) as school teachers without formal preparation or support in some cases. My study aims to understand issues that promote and or hinder the CPD of the TEs within the ecological environment of the OECS and identify policy areas as a response to issues raised. The Ecological Systems Theory of Human Development was used as the theoretical framework. A Mixed Method, exploratory, sequential QUAL-quan design, is used. Data was collected in Phase 1 through semi-structured interviews from six teacher educators and eight other participants who occupy different levels of the ecological context. In Phase 2, an online survey which was informed from the interview responses was developed and administered to the population (n=53) of the TEs. Data analysis was conducted using thematic analysis and simple descriptive statistics for the Phases respectively. Integration occurred at reporting and discussion of findings. Findings revealed that participants value CPD but a weak CPD culture exists. Findings indicate lack of financial support and recognition for CPD efforts, heavy workload, family commitments, costs, time and appropriate support from the various systems within the ecological environment hindered more than promoted their development. A consensus emerged among participants, that proper systems and policies are needed to systematically address the CPD of the TEs. Recommendations are made in light of the findings.

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